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UNIVERSITY EXTENSION 



Its Definition, History, 
System of Teaching and Organization 



CONTENTS. 



Dbpinition of University Extension and Sketch op Move- 
ment IN EngIvAnd and America. 
System op Teaching. 

{a) Lecture aud Lecturer. 

{d) Students and Syllabus. 

'c) Weekly Papers and the Class. 

(d) Examination and Certificates. 

{e) Students' Associations. 
Organization. 

(a) Function of the American Society. 

(6) Formation and Duty of Local Centres. 

{c) Conclusion. 



Copyrighted 1891. 



THE AMERICAN SOCIETY 

FOR THK 

EXTENSION OF UNIVERSITY TEACHING 

PHILADELPHIA 
1891 



Prioa 10 CanU. 






Ko-iorat-y President, 
William Pepper, M. D., LI<. D. 

President, Treasurer, Gen' I Setreimfy, 

KoMCWt) J. jAMus. Frederick B. Miles. Cbokob P. Jambs. 



THE AMERICAN SOCIETY. 

The American Society for the Exteusion of University Teaching 
was founded in response to a deeply-felt want for a National Associa- 
tion which might assist in promoting the work of University Exten- 
sion. The friends of popular education feel that the time has come 
for a better utilization of the facilities for instruction which are to be 
found in our existing educiitional iusLitutions. 

Experience has shown that this object is accomplished with great 
measure of success bj' the movement popularly known as University- 
Extension. The results of this system iu several countries — notably 
in England and the United States — have attracted much attention, 
and its merits are now widelj' known. 

The American Society has a two-lold work. It is, in the first place, 
collecting information as to the progress of the movement in all 
countries, and making it accessible through its monthly Journal to all 
interested in this system of insti-uctiou. In the second place, it is 
carrying on in not less than six States, nearest its General OflSces, an 
object lesson in Extension Teaching for the beneiit of the whole 
country. Slowly and carefully it is testing the various elements of 
the system and adapting them to American conditions, and at the 
same time solving one after another the difficult problems of the work 
in the training of lecturers^ the sequence of courses and the linancial 
support of centres. 

To do this work efficiently will require large funds. The only 
sources of income at present are the fees of members {%^.QO annual 
fee, $50.00 life membership fee) and the voluntary coutiibutions of 
friends of the movement. You are cordially invited to become a 
member of the Society, and to present its claims to your friends and 
acquaintances who are, or should be, interested in the work. A 
national movement like this can only succeed when the people take 
hold of it in earnest, on the one hand, and the colleges on the other. 

The membership fee and all other contributions may be .sent by 
postal order or draft on Philadelphia, or by draft on New York, pay- 
able to the order of Frederick B. Miles, Treasurer of the American 
Society for the Extension of University Teaching, Fifteenth and 
Chestnut Streets, Philadelphia. 



UNIVERSITY EXTENSION. 

A Monthly Journal, giving full information as to the method.s and 

results of Extension teaching In all counu'ies, witii special reference 

to the development of the movement m the United States. 

Yearly Subscription, J1.30. Single Numbers, 15 cents. 

Address, University ExfENsiox, 

i^tli ami Chesttn'.t Streets, Philadelphia. 

Sen J foi list of pjiblioatiou:i of the America a Society. 



8 ^'if i.i3 



UNIVERSITY EXTENSION. 

The aim of the University Extension Movement is to bring as far 
as possible within the reach of every one the advantages which at 
present are accessible only to those who can attend the college and 
university. It endeavors thus to widen the intelligence and enlarge 
the sjmipathies of the masses and enable men and women to employ 
their leisure better and to enjoy it more. In the words of the motto 
of the London Society, it seeks to make education not " a means of 
livelihood, but a means of life." It is a natural development of that 
democratic spirit that has been at work in education for the last forty 
years, and has removed one restriction after another from the 
university system. 

A generation ago the type of higher instruction in this country was 
the New England College, where opportunity was offered one sex of 
pursuing certain branches by a fixed method and in an unvarying 
order. The American type of a higher institution to-day is a univer- 
sity, where all may acquaint themselves with whatever branches of 
knowledge they prefer, in any order and by any method. This re- 
form has, however, affected only the small number who are able to 
pursue systematic courses of study at the university, and the time now 
seems ripe for a further step which shall secure as many as possible 
of the advantages of university training to those unable to incur the 
expense implied in university residence. Experience has shown in 
other countries that much may be accomplished in this direction by 
the system of education popularly known as University Extension. 
This method involves systematic instruction organized in courses of 
lectures by university professors, with discussions, classes, exercises, 
examinations and certificates of proficiency. It not only supplies 
teaching adapted to popular needs, but stimulates the demand for 
such teaching. It directs readers to the best books in each subject, 
and, by encouraging habits and suggesting methods of systematic 
study, helps them to make the best use of such facilities for education 
as come within their reach. 

The University Extension Movement took its rise in England. 
The movement was begun by Cambridge University in 1873. The 
London Society took up the work in 1875, and Oxford made her first 
real effort in this direction in 1885. The growth of the movement has 
been constant, and now there are over eighty thousand Extension 
students in England. 

The work of the American Society for the Extension of University 
Teaching is of much more recent date, although attempts have been 



4 

made at various times to introduce some feature of the work into the 
United States. 

The lecture of the lyceum bureaii, the plan of a " correspondence 
university," the series of popular lectures, given by different institu- 
tions, all embrace one or another element of the general method. 
The most successful effort, however, to introduce this system, as a whole, 
was made during the winter of 1890-1891, by the American Society 
for the Extension of University Teaching. This society grew out of 
a local organization, which was formed in Philadelphia, on June i, 
1890, largely by the initiative and earnest endeavors of Provost 
Pepper, of the University of Pennsylvania. 

In order to profit by the experience in England, the secretary 
was commissioned to spend the summer months observing the work 
in Oxford and London. On his return he drew up a report, in which 
was indicated a general plan of organization. The active work was 
opened at Roxborough, a suburb of Philadelphia, on November 3, 
1890, vdth a course in chemistry. From the very first the progress of 
the movement was rapid, and before the close of the season, twenty- 
three centres were formed, and over forty courses of lectures delivered 
to an average attendance of nearly ten thousand. 

Thus in six months the movement, which had originated in 
Philadelphia, secured a larger enrollment than might have been 
expected in years. For this success two reasons appear. In the first 
place, the system, as developed through nearly a score of years in 
England, with such modifications as American conditions necessi- 
tated, was put into full execution immediately, and bore immediate 
results. Then, too, the movement was started under favorable cir- 
cumstances in a city whose large population and thriving and 
easily accessible suburbs afforded an excellent location for " centres," 
and where neighboring colleges of the highest rank were freely drawn 
upon for lecturers. The results of the local movement no sooner be- 
came generally known than a universal demand for similari oppor- 
tunities made itself felt, and over such a wide area that it was im- 
possible for the local society to satisfy it. Accordingly, on December 
23, 1890, the American Society for the Extension of University Teach- 
ing was organized, as indicated above. 

THE SYSTEM OF TEACHING. 

The method of instruction by Extension Teaching has been care- 
fully developed, feature by feature, until it may now be said to form 
a systematic plan which will be successful in proportion as it is 
conscientiously carried out. This attempt at popular education is 
distinguished from all preceding efforts by the substitution of 



" courses ^^ for single lectures, aud by the subordination of corre- 
spondence work to the actual personal contact and teaching of the 
' ' class. ' ' 

The first element is the "course" of six or twelve lectures, de- 
livered at weekly or fortnightly intervals, at any time during the 
season from October to May. This period is, however, divided 
naturally into two terms by the winter holidays. It need hardly be 
said that the type of these lectures differs widely from that of the 
university lecture. The purpose of the latter is largely the convey- 
ance of actual, even detailed knowledge of the subject. 

The aim of the former is rather to arouse interest and stimulate 
and direct mental activity. The audience in the one case is made up 
of those of relatively equal age, preparation and experience. The 
Extension lecturer has, on the contrary, to address those differing 
greatly in all these particulars. It is, moreover, a voluntary audience 
which cannot safely be wearied. He must show them the importance 
of the subject, and make it at once intelligible and entertaining by 
connecting it with their own experience. Since the lecturer has 
to address not only complex elements in one audience, but also 
audiences varying greatly from one another, there can be no 
stereotyped form for what he says. As different as is the audience 
from time to time, so flexible must be his treatment of the subject, so 
versatile his own mind. He may be a trained specialist, he must be 
a skilful lecturer. Above all, he must be himself impressed with the 
importance of the subject and the dignity of the work. These 
qualities are, however, of themselves not sufiicient. 

The Extension lecture differs from that of the lyceum bureau in 
that it is not a single lecture for amusement or even instruction. It is 
one of a series adapted, doubtless, to profit the mere hearer, but also 
arranged to stimulate to further work, and no matter how busy the 
lives of the hearers the lecturer will not have done his work if many 
are not led to follow up the lectures with systematic reading. 

THE STUDENTS AND THE SYIvLABUS. 

For those who are ready to become students a syllabus is prepared 
in advance, giving a full indication of the scope of the whole course, 
and a detailed analysis of each lecture, with references to the best 
literature on the subject. The mechanical work of taking notes is 
thus saved, and a means provided of preparation for, and reviewing 
of, each lecture. 

Too much emphasis can hardly be laid on the importance of the 
syllabus, and the necessity of having it as perfect as possible, both in 
the features already mentioned and in the series of graded questions 
which is given in connection with each lecture. 



The object of these questions is to excite interest in the subject 
and to guide the student in the reference reading and to independent 
work. Accordingly, the first question is simple, and may easily be 
answered by one who has listened carefully to the lecture. The 
second is to be answered only by consulting some book of reference. 
The third may require a comparison of authorities, and the fourth 
some original thought. The series of questions are to be answered at 
home, with the freest use of all available aids, and sent to the lecturer 
by mail some days before the next meeting, that he may have time to 
examine and correct them. These answers are called, for convenience 
sake, weekly papers, and are like all the features of the system, en- 
tirely voluntary, 

THE WEEKLY PAPERS AND THE CLASS. 

The weekly papers are returned at the next meeting of the * ' class, " 
which is held either immediately before or after the lecture. Here is 
the most open discussion of all points of interest or difficulty either 
in the subject or its treatment by the lecturer. The latter is prepared 
to answer all questions, explain misconceptions and promote a clearer 
comprehension on the part of the students. 

It is in the "class " that the best part of Extension work is done. 
Here the lecturer needs the qualities of a true teacher, and here the 
disadvantages of non-collegiate study are most nearly overcome. 

It is worthy of remark in connection with the " class " that the 
standard of Extension teaching in England has been gradually brought 
to such a point that Cambridge has felt justified in accepting the 
certificates of Extension work in lieu of one year's resident study. 

EXAMINATION AND CERTIFICATES. 

For those who have attended the lectures and written in a satis- 
factory manner a certain proportion of the weekly papers, an exami- 
nation is offered, and on the basis of the weekly papers and the exam- 
ination a certificate is awarded. 

STUDENTS' ASSOCIATIONS. 

A further development of the system of Extension teaching is 
found in the Students' Associations which have been formed in many 
places. These take the form of literary clubs, whose objects are 
to maintain a relation between the students of the local centres to 
prepare for courses announced, to hold discussions outside the class 
on difficult points, and to continue the subject after the end of the 
lectures. The natural result of these associations is the introduction 
of a much-desired sequence in the courses of successive seasons and 



a consequent closer approach of Extension work to the curriculum of 
the college. 

THE ORGANIZATION OF THE SOCIETY. 
The American Society for the Extension of University Teaching 
has undertaken a work which, like all attempts at higher education, 
is not self-supporting. The Society is dependent for its funds on an 
annual membership fee of |5, a life membership fee of $50, and on the 
generosity of friends of education. This is essentially a missionary 
movement, and wins the support of all who understand its purposes 
and methods. No great work in education along higher lines has 
ever been self-sustaining, in the ordinary sense of that term, and the 
Society will be obliged to rely on the public spirit of all citizens, rich 
and poor, for funds to carry on the work. The small contributions of 
many people will provide ample funds, and the appeal is confidently 
made to all who believe in a broader and higher education of the 
masses to lend a helping hand to this movement. 

THE OBJECTS OF THE AMERICAN SOCIETY ARE : 

1st. — To collect information in regard to the progress of the work 
in all countries and through its publications to make the results 
readily accessible to those interested in this system of instruction. 

2d. — To carry on a practical experiment in University Extension 
instruction, aiming especially at a solution of the difficult problems 
involved in the work, confident that such a solution will be a per- 
manent service to American education and render the further intro- 
duction of the system throughout the United States a matter of 
comparative ease. 

3d. — To co-operate as far as possible with all institutions and 
organizations in their efforts toward the extension of university teach- 
ing, and to secure in every way possible for the people and for the 
universities the benefits offered by this movement. 

As a means toward the accomplishment of the first object, the 
Society is collecting a library covering the history, theory and practice 
of Extension teaching, and is at the same time making more complete 
the literature on this subject by issuing from time to time monographs 
by leading American and English educators. The official organ of the 
Society is a monthly journal, entitled "University Extension," 
which serves as its medium of communication with its members, with 
the various affiliated organizations, and with all friends of popular 
education. 

The second purpose of the Society is being accomplished through 
the co-operation of the Local Centres, now more than sixty in number, 
which are under the direct supervision of the General Offices. In 
their work a special effort is being made to deepen, systematize and 



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coordinate University Extension teaching, and through actual experi- 
ence to adapt the principles and methods of the system to the peculiar 
conditions and educational needs of America. 

The Society seeks to attain its third aim by assisting as far as 
possible in all efforts toward local organization. This is done either 
through direct aid in establishing Local Centres in the various towns 
and cities, or intermediately through the co-operation of affiliated 
societies. The publications of the American Society are made avail- 
able for the use of similar organizations, and, if conditions admit, the 
services of its organizers and lecturers are also placed at the disposal 
of the latter. In order to satisfy more fully the demands made upon 
it in this direction, the Society has established the University Exten- 
sion Seminary. The aim of the Seminary is to oflFer opportunities at 
once for advanced study of education, both in its historical, theoretical 
and practical aspects, and for special training in the methods of 
Extension teaching. In the Seminary is thus aflForded for the first 
time in the history of the University Extension movement a chance 
of preparing systematically for this work, and through it the Society 
hopes to assist in a new and efficient way all those desiring the advan- 
tages of Extension teaching in any part of the country. 

THE LOCAL CENTRE. 

The vital point of the whole system is the Local Centre. On it 
falls the real responsibility of the work. Here the demand for these 
advantages must be aroused, and from this point the request must go 
to the nearest University Extension society for help in organizing. 
The secretary of the latter is always ready to lend personal aid and 
direction. The first step is the appointing of a small committee for 
working purposes and a larger council for extending interest in the 
movement. When the Local Centre is formed, the officers — a president, 
secretary and treasurer — appointed, the next step is the choice of the 
subjects and lecturers for the courses it is proposed to give. The 
Centre must insure to the general Society the payment of the lecturer's 
fees and traveling expenses. This may be arranged by a previous 
pledge of tickets, a subscription, or by a simple guarantee fund avail- 
able in case of a deficit. 

Such, in brief, is the history of the movement in England and 
America, the details of the system of teaching and the organization 
of the American Society. The results of the first years' work are a 
great inspiration to all who have the interests of popular education 
at heart, for they augur well as to the continued usefulness of the 
Society and the success of the movement. 

The General Ofl&ces of the American Society are at 
Fifteenth and Chestnut Streets, Philadelphia. 



LIBRARY OF CONGRESS • 

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